Training Package Implementation Project. Assessment models to support the implementation of:

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1 Training Package Implementation Project Assessment models to support the implementation of: 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) Version 1 February 2010

2 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) Published by the Department of Innovation, Industry and Regional Development, Victoria State of Victoria 2010 This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgement of the source. Apart from any use permitted under the Copyright Act 1968, it is not to be used for commercial use or sale. Requests for other use should be addressed to the: Department of Innovation, Industry and Regional Development Skills Victoria Executive Director, Training Operations Division PO Box 266D MELBOURNE VIC 3001 This document is available under a Free for Education licence for educational purposes see In addition to the disclaimer contained on the Training Support Network website, Registered Training Organisations are reminded that under the Australian Quality Training Framework they are required to ensure that resources they use comply with the endorsed components of the Training Package and/or accredited curricula. Version 1, Last updated 16 February 2010 Page 2

3 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) Assessment models Category/type of resource Assessment and / or Recognition Processes Purpose This resource provides sample assessment tools to support the implementation of: 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) Audience The intended audience for this resource is ESL teachers and Program Co-ordinators across a variety of adult ESL delivery settings. How to use This resource should be used in conjunction with the 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21932VIC Certificate I in ESL (Access) 21933VIC Certificate I in ESL (Access) 21934VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21935VIC Certificate III in ESL (Employment) 21937VIC Certificate IV in ESL (Employment/Professional) 21939VIC Certificate III in ESL (Further Study) 21940VIC Certificate IV in ESL (Further Study) in developing assessment tools for gathering evidence and recording learner s performance. The 10 qualifications in the curriculum are also commonly known collectively as the ESL Framework. Acknowledgements This resource has been developed as part of the Training Package Implementation Project. The project is sponsored and funded by Skills Victoria. Skills Victoria wishes to acknowledge the many individuals, groups and organisations that contributed to the development of this product, including members of the ESL Framework Advisory Group. Special thanks go to Stav Touranakos, Jodie Young, and Fiona Xaiz from Chisholm Institute and Lynne Fitzpatrick from Communication in Education & Training P/L. Version 1, Last updated 16 February 2010 Page 3

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5 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) Table of Contents Introduction to Assessment... 8 Incorporating Principles of Assessment... 8 Formative and Summative Assessment... 8 What is an Assessment Tool? Developing Assessment tools Validation and Moderation Example 1: Sample Assessment Tool VIC Course in ESL Instructions for the Assessor Letter Poster / Sign Guidelines for the Assessor Competency Mapping Example 2: Sample Assessment Tool VIC Certificate I in ESL (Access) Instructions for the Assessor Teacher Interview Guidelines Teacher Interview Record My Learning Plan (scribed by the teacher) Guidelines for the Assessor Competency Mapping Example 3: Sample Assessment Tool VIC Certificate II in ESL (Employment) Instructions for the Assessor Instructions for the Learner Conversations in a Retail Setting Student Planning Sheet Assessment Tool Peer Assessment Sheet Assessor Observation Record Competency Mapping Example 4: Sample Assessment Tool VIC Certificate III in ESL (Further Study) Instructions for the Assessor Instructions for the Learner Sample Text Version 1, Last updated 16 February 2010 Page 5

6 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) Reading Journal Record Writing Task Student Writing Review Checklist Assessor Feedback Sheet Guidelines for the Assessor Competency Mapping Example 5: Assessment Tool VIC Certificate IV in ESL (Employment/Professional) Instructions for the Assessor Instructions for the Learner Listening to an Oral Text Oral Questions for Listening Task Presentation Presentation Self Assessment Checklist Peer Feedback Sheet Assessor Feedback Sheet Guidelines for the Assessor Record of Evidence Competency Mapping Appendix 1 Structure of a unit Appendix 2 Checklist Developing Assessment Tools Appendix 3 Assessment Tool Validation Checklist Appendix 4 Assessment Tool Competency Mapping Appendix 5 Comparison of cluster units for Example 3: 21945VIC Certificate II in ESL-Employment References Version 1, Last updated 16 February 2010 Page 6

7 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) Introduction This resource offers examples of assessment tools for units from the following qualifications: Example 1: 21938VIC Course in ESL Example 2: 21936VIC Certificate I in ESL (Access) Example 3: 21945VIC Certificate II in ESL (Employment) Example 4: 21939VIC Certificate III in ESL (Further Study) Example 5: 21937VIC Certificate IV in ESL (Employment/Professional). The assessment tools are designed to assist teachers/assessors in assessing competence and recording results. The guide also describes the process for the development of a range of tools. This will enable practitioners to adapt or create new tools for specific learner groups and teaching contexts. This resource may be used in conjunction with any of the following qualifications in developing assessment tools: 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21932VIC Certificate II in ESL (Access) 21933VIC Certificate III in ESL (Access) 21934VIC Certificate IV in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21935VIC Certificate III in ESL (Employment) 21937VIC Certificate IV in ESL (Employment / Professional) 21939VIC Certificate III in ESL (Further Study) 21940VIC Certificate IV in ESL (Further Study) These qualifications are combined in one document which is available to download from The 10 qualifications in the curriculum are also commonly known collectively as the ESL Framework Version 1, Last updated 16 February 2010 Page 7

8 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) Introduction to Assessment Incorporating Principles of Assessment In creating assessment tools you must ensure that the principles of assessment are met. This ensures good practice but also meets AQTF requirements. The principles of assessment require that assessment is valid, reliable, flexible and fair. Valid the assessment outcome needs to be supported by the evidence gathered Reliable that assessment is consistent and accurate, regardless of the assessor conducting the assessment Flexible the assessment procedure enables reasonable adjustments to be made (for example, timing) Fair that assessment is equitable for all candidates You must also ensure that the assessment meets the rules of evidence. To meet these rules, evidence must be: Valid, for example, assessing the elements to the standard identified in the performance criteria, reflecting the skills and knowledge described in the unit of competency, showing application in the context described in the range statement Current, for example, demonstrate the candidate s current skills and knowledge Sufficient, for example, demonstrate competence over a period of time, demonstrate repeatable competence Authentic, for example, be the work of the learner, be corroborated/verified For further discussion of these terms and how they apply in an ESL context please refer to Section B: Course Information of the curriculum document (pages 62-63). Formative and Summative Assessment Assessment can be very broadly divided into two categories, according to the nature and purpose of the assessment formative and summative assessment. Formative assessment has the primary concern of teaching and learning. This type of assessment occurs throughout the course of study and is often informal in nature. It includes activities such as talking to learners about their work or monitoring and providing feedback on practice tasks. Formative assessments are used to provide the student with feedback on their performance so the learner can improve their skills, and to provide teachers with information so they can tailor their future instruction to student needs. Formative assessment may or may not contribute towards the final assessment; where it does, the student should be informed. Version 1, Last updated 16 February 2010 Page 8

9 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) Summative assessment, on the other hand, is about providing outcomes showing student competency. Summative assessment occurs at the end of the teaching and learning phase and is used for recording results. In an ESL context, formative assessment has a critical role to play in a student s skill development, since for many students the only time they will practise their English language skills will be in a classroom setting, and it may be the only situation in which they receive specific feedback on their use of language. Students need sufficient opportunities to practise what they are learning, to reflect on teacher feedback and also have occasion for peer and self-reflection. Summative assessment should only occur after this process, and learners need to be aware when the task/activity they are undertaking is intended for final assessment and reporting of their learning. Version 1, Last updated 16 February 2010 Page 9

10 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) What is an Assessment Tool? The term Assessment Tool is used to describe the instruments and procedures for gathering, recording and evaluating evidence of learner performance. Instruments may include the activities, questions and assessor guidelines to rate performance. Procedures may include information and instructions given to the assessor and learner relating to the set up of the task/activity, how it is administered and how evidence is to be recorded. TOOLS INSTRUMENTS PROCEDURES Task Assessor Guidelines Instructions to Learners Instructions to Assessors In accordance with AQTF Essential Standards for Registration, an assessment tool includes: The learning or competency units to be assessed; The target group, context and conditions for the assessment; The task to be administered to the candidate; An outline of the evidence to be gathered from the candidate The evidence criteria used to judge the quality of performance (i.e. the assessment decision making rules:; as well as\ The administration, recording and reporting requirements Version 1, Last updated 16 February 2010 Page 10

11 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) Developing Assessment tools Teachers/assessors need a comprehensive suite of assessment tools in order to assess, record and validate their learner s performance according to the requirements of the curriculum. In developing effective assessment tools, a practitioner needs to have a thorough understanding of the unit/s they are assessing and the target learner group. This section of the guide outlines a suggested process to assist you to develop assessment tools. The process involves a number of steps: Select the Unit /s Analyse the Unit/s Select the resources / activities Select Methods of Assessment Develop the Assessment tools Validate the tools Version 1, Last updated 16 February 2010 Page 11

12 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) 1. Select the unit/s for which you are developing the assessment tool. 2. Analyse the unit/s Once the units to be delivered and assessed have been identified, careful analysis of the units must take place. Refer to Appendix 1 - Structure of a unit for an explanation of the key components of a unit. Try to envisage what a competent person would be able to do. In planning for delivery and assessment, consider these questions: Questions Action 1. What is the unit about? Read the unit descriptor. This will give you a broad idea of the language focus and level your assessments will need to cover. 2a. What do learners need to demonstrate? 2b. What is the required level of performance? 2c. What else must I use to make a judgement of learner performance? 3a. What do I need to assess and document? 3b. What are the critical aspects for assessment and evidence required to demonstrate competency in this unit? 3c. What methods of assessment will enable the appropriate collection of evidence? Read the Elements and Performance Criteria of the unit. A learner needs to meet all the Elements to be assessed as competent in a unit. Your assessment tools must address the Performance Criteria, which outline the standard required to demonstrate achievement of the Element. These need to be contextualised and linked to the task. Refer also to the Required Skills and Knowledge of the unit. This information informs the development of your assessment tool and guides you to make a judgement of learner performance. Check the Range Statement of the unit. This outlines supplementary information in interpreting the Performance Criteria. Refer to the Evidence Guide. This contains crucial information on assessment, such as the evidence required to demonstrate competence and the context in which assessment should take place. It also provides advice on appropriate methods of assessment which will provide you with guidance in formulating tools. This must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge and the Range Statement. 3. Select resources / activities Version 1, Last updated 16 February 2010 Page 12

13 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) 4. Select methods of assessment Steps 3 and 4 include making decisions about the activities to be undertaken, resources to be used in the assessment and methods of assessment to be used to collect the evidence required. 5. Develop the assessment tools The following components should be included: 1. The context 2. Information to be provided to the candidate: instructions, and information on what participants will be assessed on. These need to be explicitly explained so learners understand how and under what conditions they will be assessed. Consider these points: students must be informed as to the context, purpose and conditions of the assessment a variety of assessment methods can be used to cater for various learning styles, for example, observation and self-assessment ensure the assessment is not introducing anything new 3. Evidence to be collected 4. Instructions to assessor on how to make a judgement 5. Materials/resources required 6. Recording requirements: Developing the recording tools this includes the evidence-gathering documentation In developing resources for recording assessment a teacher/assessor must ensure the following are included: assessment date student name units/elements being assessed knowledge/skills to be assessed assessment methods used evidence gathered feedback provided result of assessment - achieved or not yet competent, for example. Qualitative feedback should also be provided. teacher/assessor name. Version 1, Last updated 16 February 2010 Page 13

14 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) 6. Validate the tools Validation of assessment tools is a quality review process. It involves checking that the assessment tools will produce the required evidence and that the requirements of the unit have been met. The Competency Mapping Tool in Appendix 4 assists assessors with mapping the key components in their task to the unit/s of competency to demonstrate content validity. Consider the following: review assessment to ensure it is: valid (does it address the key performance criteria) and sufficient (does it allow the learner to demonstrate competence over time) Validation and Moderation Assessment validation is defined as: a process for ensuring that the way a unit of competency or group of units is assessed, and the evidence collected through these assessments, is consistent with the requirements of the unit or group of units of competency and of industry. It includes validating the assessment process, the assessment tools and instruments, the evidence collected using tools and instruments, and the interpretation of that evidence to make a judgement of competence in relation to the same unit(s) of competency. Validation may be undertaken before, during and after the actual assessment activity occurs and may include both formative and summative assessment. The latter includes assessment for the purpose of granting RPL. (Source: AQTF 2007 Users Guide to the Essential Standards for Registration, p.51) Assessment validation includes, but goes beyond, assessment moderation which is defined as: a process which involves assessors in discussing and reaching agreement about assessment processes and outcomes in a particular industry or industry sector. It enables assessors to develop a shared understanding of the requirements of specific Training Packages, including the relevant competency standards and assessment guidelines, the nature of evidence, how evidence is collected and the basis on which assessment decisions are made. (Source: TAA04 Training and Assessment Training Package Glossary of Terms) Moderation is the process of bringing assessment judgements and standards into alignment. It is a process that ensures that the same standards are applied to all assessment results within the same units/s of competency. (Source National Quality Council 2009 Implementation Guide: Validation and Moderation) Version 1, Last updated 16 February 2010 Page 14

15 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts Example 1: Sample Assessment Tool VIC Course in ESL VPAU492 Read and write short, basic factual texts Introduction This assessment tool has been designed to assist you in assessing competence and recording assessment results for VPAU492 Read and write short, basic factual texts. The focus of this unit is to develop basic reading and writing skills using familiar factual texts for immediate personal needs. The application of these skills can be related to community, education or workplace contexts. Universal themes such as shopping, family, the weather and situations such as appointments, may make the learning program more interesting and relevant for the learners. To demonstrate competency in this unit a learner must complete short guided texts, follow basic instructions and select and copy simple information. They must also demonstrate the ability to use visual clues, text features and previous experience to interpret written instructions. Learner s performance also needs to satisfy the Required Skills and Knowledge as outlined in the unit. Learner Group The ESL learners undertaking this course will usually have little or no formal learning experiences and very basic language and numeracy skills. Students will be working towards the partial achievement of Reading and Writing ISLPR level 1/ACSF level 1. Assessment methods In this example, the assessment methods used to collect different types of evidence are: verbal questioning to establish understanding of information and key vocabulary in texts review of a completed form Evidence of competence for this unit should be gathered on a number of occasions over a period of time, using a range of familiar and meaningful contexts. Therefore other assessment activities would need to be used to collect additional evidence. Advice to teachers Learners at this level will require a number of scaffolding techniques to support them in their language acquisition. Teachers/assessors are advised to simplify and model the language in short, familiar and meaningful texts. Providing demonstrations and language models is necessary for learners who may not have had previous experience with the tasks presented. Working in pairs or in small groups may also be beneficial especially when learners are paired with students who have stronger English language skills. Activities at this level should be geared to completing tasks with familiar language rather Version 1, Last updated 16 February 2010 Page 15

16 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts than generating new language. The use of visual aids is important for enhancing understanding and presenting information. To be competent in this unit, a student should be given ample opportunity to provide answers. Teachers/assessors may need to re-phrase questions or provide model answers when assessing students. Assessment Tool Sample This assessment tool is made up of the following components: Guidelines for the Assessor o instructions on administering and assessing the task. Each student should be given the opportunity to work with the assessor one-on-one. This tool is for teacher/assessor use. o Recording sheet which includes verbal questions and guidance as to what the assessor needs to consider to make a judgment o Employability skills advice Sample task this example requires the students to: o Read a letter that a prospective ESL student may receive outlining details of their study times and containing some simple instructions. o Respond verbally to questions about the letter o Follow written instructions about attendance at a class o Complete a basic form with personal details o Copy some information from a poster Preliminary activities which can support this task may include: Reading/understanding days and dates Telling the time Form filling Reading timetables Reading letters Competency Mapping - this demonstrates the content validity of the assessment tool by indicating how the unit requirements have been met in the required activities. Version 1, Last updated 16 February 2010 Page 16

17 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts Instructions for the Assessor 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts Setting up the assessment task Tell the student you will assess their reading and writing for this unit in a number of small assessment tasks. For this assessment there will be some verbal questions about a short document, and some simple writing. Prepare the students with teaching and learning activities similar to the task items. Prepare assessment tools Instructions for the learner to be given verbally Text and writing activity. Assessor guidelines including verbal questions about the text Conducting the assessment 1. All instructions should be given verbally and the assessor should explain that the purpose of the activity is to check the students understanding of a written text and ability to follow instructions. 2. Show the following letter (without the heading) to the student and ask them to read it to themselves and explain that you will then ask them some questions. 3. Allow a reasonable time for the student to read the letter. 4. Ask the questions making notes of responses. 5. Allow time for student to complete the written component of the task. 6. Use the Assessor Recording Sheet to record evidence. Use the Evidence required column to guide judgement. This is based on the Elements and Performance Criteria of the unit, the Required Skills & Knowledge and other requirements of the unit. 7. Note whether the evidence is satisfactory or whether additional evidence is required. 8. Provide verbal feedback to the student on their performance and keep the response sheet on file. Employability Skills Advice Assessors should consider the Employability Skills which are developed through the completion of the task. These are built into the task and not separated out. For example in completing this task the learner may develop the following Employability Skills: Communication e.g. responding to and asking questions about the text Problem solving e.g. telephoning the teacher if can t attend the class Version 1, Last updated 16 February 2010 Page 17

18 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts Letter 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts 300 Davis St, Melbourne, VIC 1 st July, 2010 Dear Student, Thank you for your application for the course: 21938VIC Course in ESL. Your English class will start on Monday, 16 th July. Please go to Building G at 8.30am and go to Room G102. Check the map. Please bring a pen and paper. Do not park in the visitor s car park. This is your timetable: Monday Room G102 Wednesday Room G203 Thursday Room G128 Your teacher s name will be on the noticeboard in the Library tomorrow. Regards B. White (ESL teacher) Fill out this form about you and bring it to class with you. Version 1, Last updated 16 February 2010 Page 18

19 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts PERSONAL INFORMATION PLEASE USE CAPITAL LETTERS Surname: First name: Address: Post code Telephone: ESL COLLEGE MAP SUNNY STREET B C Teacher Car Park BUILDING B - Restaurant BUILDING C Cookery Classrooms BUILDING G English Classrooms LIBRARY DAVIS STREET G Version 1, Last updated 16 February 2010 Page 19

20 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts Poster / Sign 21938VIC Course in ESL Students Teacher: Mr J. Sweeney Contact: Please telephone Mr Sweeney if you can t come to class. Version 1, Last updated 16 February 2010 Page 20

21 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts Guidelines for the Assessor 21938VIC Course in ESL Student name:... VPAU492 Read and write short, basic factual texts Date of assessment:... Question Evidence required Student response Evidence Satisfactory/ additional evidence required What is this? (Element 1) How do you know what this is? can you show me? Who is the letter for? (Element 1) Why did you get this letter? (Element 1) What do you have to do on 16 July? (Element 1) Identifies it as a letter Points to one or two identifying features e.g. signature, address line, Dear, Identifies it as themselves or an imaginary student to start English class Identifies both time and location of class (8.30 am and G102) in text and on map. Check understanding of and that more than one thing needs to be Version 1, Last updated 16 February 2010 Page 21

22 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts 21938VIC Course in ESL Student name:... VPAU492 Read and write short, basic factual texts Date of assessment:... Question Evidence required Student response Evidence Satisfactory/ additional evidence required done - see next question What do you have to bring? (Element 1) What time does the class start? (Element 1) What room will you go to on Thursday? (Element 1) How many mornings will you study? (Element 1) Can you park at the college? (Element 4) Point to the personal information section- What is this part of the letter for? Pen and paper / completed form Identifies date and time correctly Identifies G128 Identifies the correct number of sessions - 2 Shows understanding of Do not Student understands this needs to be filled in and brought to class. Completes form accurately, using left to right, top to bottom orientation and uses capital letters Version 1, Last updated 16 February 2010 Page 22

23 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts 21938VIC Course in ESL Student name:... VPAU492 Read and write short, basic factual texts Date of assessment:... Question Evidence required Student response Evidence Satisfactory/ additional evidence required What does this mean? point to Capital letters Point to map where is the classroom you need to go to? Point to the map and ask student to identify purpose of main Buildings and location of Buildings Show student the poster. Is this important information? Why? Copy the important information Do you have any questions about the letter and the instructions? (rephrase if Student completes form in capital letters Locates room correctly. Accurate responses Student identifies that he/she must let the teacher know if he/she can t attend class. Copies name and telephone number correctly. Details noted in a suitable format and checked for accuracy by the student. Student is able to ask for clarification about an aspect of the Version 1, Last updated 16 February 2010 Page 23

24 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts 21938VIC Course in ESL Student name:... VPAU492 Read and write short, basic factual texts Date of assessment:... Question Evidence required Student response Evidence Satisfactory/ additional necessary to elicit response) Feedback (make a note of verbal feedback given): letter and instructions. evidence required Competent Additional evidence required Recommendations for future training or assessment: Assessor/Teacher name: Assessor signature: Version 1, Last updated 16 February 2010 Page 24

25 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts Competency Mapping This tool is completed by the assessor to demonstrate the content validity of the assessment tool. Unit to be assessed: VPAU492 Read and write short, basic factual texts Steps Component of Task Component of unit of Competency Elements/Performance Criteria Required Skills and Knowledge Range Statements Evidence Guide 1 Read the letter Element 1 (PC 1.1, 1.2) Element 4 (PC 4.1, 4.2, 4.3, 4.4, 4.5) Read basic personal texts Interpret a small number of basic nouns and phrases Respond to a small number of imperatives Interpret basic connectives (and) Simple print based letter which includes: Dates Times Places Oral questioning to establish understanding Follow basic, everyday instructions Interpret numbers for time and dates Locate familiar content words Use supporting visual information 2 Fill out the form Element 3 (PC 3.1, 3.2, 3.3, 3.4) Element 4 (PC 4.1, 4.2, 4.3, 4.4, 4.5) Use the alphabet and common sounds to copy basic words write basic information into appropriate formats Guided text: form Complete short guided text Follow basic, everyday instructions 3 Copy information from a poster Element 2 (PC 2.1, 2.2, 2.3, 2.4) Element 4 (PC 4.1, 4.2, 4.3, 4.4, 4.5) Use the alphabet to copy basic words Copy basic information in appropriate formats copy correctly Appropriate information including: Numbers Letters Select and copy simple information Follow basic, everyday instructions Words Version 1, Last updated 16 February 2010 Page 25

26 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Example 2: Sample Assessment Tool VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Introduction This assessment tool has been designed to assist in assessing competence and recording assessment results for VPAU501 Plan language learning with support and VPAU493 Participate in short simple exchanges Assessment should confirm that the learner meets the requirements of VPAU501 and, in particular, is able to: identify and document current skills with a support person plan future skills development with a support person assemble a portfolio of completed work samples participate in the learning process and monitor the learning plan Assessment should confirm that the student meets the requirements of VPAU493 and, in particular, is able to: use and respond to simple spoken English on a limited range of familiar topics, in simple face-to-face conversations with one other person initiate and conclude a conversation on a limited range of familiar topics use strategies to get the interlocutor to repeat or explain words and phrases make and respond to simple requests. Learner group Learners working towards Certificate I in ESL Access will have been assessed as having language skills at an ISLPR 1 / Not Yet At ACSF 1. Students at this level may typically have little or no formal educational experience. The focus of the program is on the development of initial level English language skills to enable learners to later make the transition to community participation, work or further study and training. The learning plan unit is designed to allow students to begin the process of short-term and long-term goal setting in the context of recognising immediate language learning needs. Students may show a beginning understanding of the application of those goals into a community, employment or study context. Advice for teachers A range of assessment strategies or options should be considered to suit the needs of the learner. At this level the learner may need support in discussions and transactions, even for familiar topics and contexts, and will be relying heavily on a sympathetic interlocutor. They may need extended time to clarify learning goals, as for many students thinking formally about their learning will be a new experience, especially for those students who have not had formal education. They may exhibit a high level of dependence on the teacher for guidance and support. Version 1, Last updated 16 February 2010 Page 26

27 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Integrated assessment An holistic approach to the teaching and assessment of the macro skills of reading, writing, listening and speaking may be adopted. An integrated assessment activity is designed to collect evidence for a number of units, rather than designing one assessment activity for individual units. It is essential when integrating assessment that evidence is gathered to meet the performance criteria for each unit involved, and that achievement is identified and recorded for each individual unit. Assessment tool sample This assessment tool consists of the following components: Guidelines for the assessor o instructions on administering and assessing the task. Each student should be given the opportunity to work with the assessor one-on-one. This tool is for teacher/assessor use. o Recording sheet which includes verbal questions and guidance as to what the assessor needs to consider to make a judgment o Employability skills advice. Instructions for the learner these should be provided to the learner at the commencement of the unit and discussed with them to ensure the learner has a clear understanding of how they will be assessed. At this level instructions need to be presented clearly and in language that is accessible to the student. Instructions for most tasks will be verbal and modelled, however students should have a written record of assessment criteria and timelines. Sample task- this example requires the students to: o attend 3 interviews with their teacher o develop and review a learning plan o keep a portfolio of work samples. Teacher interview record - this will facilitate the development and review of the learning plan and provide documentary evidence as to student progress. Student quotes taken from the interview can also be used to as evidence to assess VPAU493. The first interview should be conducted early in the unit, with the review interview at an appropriate point later in the unit. Employability Skills related to this example have also been noted. Competency Mapping - this has been completed to demonstrate the content validity of the assessment tool. Version 1, Last updated 16 February 2010 Page 27

28 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Instructions for the Assessor 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Setting up the assessment task Tell the students that this assessment task will take place over the learning period. For this assessment, they will be working with their teacher to develop a learning plan for their English language skills. They will meet with the teacher one time to develop the plan and then two times to see how it is working. Their teacher will also be assessing their speaking and listening skills at the same time. Prepare the students by discussing reasons for learning English, and the reasons why it is important to have a plan. Prepare assessment tools 1. Instructions to students about the assessment task, to be given verbally 2. Assessor guidelines for the interviews and the portfolio 3. Planning sheet for students to be scribed by the teacher/support person Conducting the assessment 1. Emphasise what is being assessed and what is not being assessed. Tell the students they will be assessed on the following: o Exchanging greetings and personal information o Making and responding to simple requests and inquiries o Clarifying language goals o Discussing and agreeing on individual learning plan o Preparing a portfolio of completed work samples o Monitoring the learning plan. 2. Tell students what support is available to them: access to teacher/support person; computer. 3. Conduct the interviews and support students by scribing the Learning Plan. 4. Use the recording sheet to record evidence. Use the Evidence required column to guide judgement. Note whether the evidence is satisfactory or whether additional evidence is required. Provide feedback to the student. 5. Allow students time to arrange evidence for the portfolio as appropriate in preparation for each interview. Note whether the evidence is satisfactory or whether additional evidence is required. Provide feedback to the student. Version 1, Last updated 16 February 2010 Page 28

29 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Employability Skills Advice Assessors should consider the Employability Skills which are developed through the completion of the task. These are built into the task and not separated out. For example in completing this task the learner may develop the following Employability Skills: Communication Problem Solving Exchange greetings and personal information. Draw on use of body language to communicate. Identify types of evidence for portfolio and successful strategies to achieve goals with support person/s. Initiative and Enterprise Respond to different learning environments. Planning and Organising Follow processes to develop a learning plan with a support person, monitor and adapt the learning plan, collect evidence for a portfolio and maintain the portfolio with support of the teacher / supervisor, or other support person. Organise required learning materials and resources. Self-management Manage own portfolio with support and monitor progress of language learning plan with a support person/s. Manage own learning resources. Version 1, Last updated 16 February 2010 Page 29

30 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Instructions for the Learner Certificate I in ESL (Access) VPAU501 - Plan language learning with support VPAU493 Participate in short simple exchanges Course Title and Unit title to be assessed MY LEARNING PLAN For this assessment you are going to discuss and plan your learning with your teacher s help. You have 3 tasks: 1. Develop a learning plan with your teacher (1 Interview) 2. Keep a portfolio (collection) of your learning activities 3. Review your learning plan with your teacher (2 Interviews) Task description and instructions Some of the classroom learning activities to help you successfully complete this assessment will be: talk about learning English find out how you like to learn English and when you need to use English talk to the teacher to make some learning goals You will complete these activities in class. There will be three interviews with your teacher, one at the beginning when you have completed classroom activities, one in the middle and one at the end of the course. Timeframe for assessment Activities supporting the task Version 1, Last updated 16 February 2010 Page 30

31 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Use the following 5 sample activities to elicit responses from the learner during the interview. Talk about the times you need to use English at the shops at the doctor looking for a job for my children's school on the telephone watching TV meeting friends and neighbours reading reading the mail When do YOU need English? Version 1, Last updated 16 February 2010 Page 31

32 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Tick Yes or No How do you learn English? In class, do you like to: study in a group yes no study in a pair yes no study by myself yes no practise speaking yes no listen to the teacher yes no listen to a CD yes no read stories and information yes no write yes no study some grammar yes no use the computer yes no The thing I like to do best in class is The thing I need most in class is Version 1, Last updated 16 February 2010 Page 32

33 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges How do you learn English? When you are not in class, how do you practise English? How often do you... Many times Sometimes Never watch TV (English) go to the library read a magazine or local paper listen to the radio use the Internet for English talk to friends / neighbours in English do some homework Choose two things you can do to practise English. Write them here: Version 1, Last updated 16 February 2010 Page 33

34 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges (This can be used as self-assessment and as a discussion activity.) My skills in English I can do this I can do this with some help I can't do this at all I don't need to do this make an appointment fill out a form buy a train ticket talk to my child's teacher listen to the weather listen to the news read and pay a bill read a bus or train timetable write a note to child's teacher read a school notice borrow from the library read a recipe (cooking) read a magazine or local paper use an ATM (banking) read a Centrelink letter in the classroom keep my folder organised come to class everyday come to class on time listen and do work in a group ask for help if I need it Version 1, Last updated 16 February 2010 Page 34

35 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges (This will help review the Learning Plan and can be included in your portfolio) Learning Diary Talk to your teacher about your classes this week: Write down something you learned or practised for each skill. Then tick () the box to show how you feel about your learning: Reading Activity Happy OK Unhappy Writing Listening Speaking My learning goal Away from the class I practised my English... Version 1, Last updated 16 February 2010 Page 35

36 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Teacher Interview Guidelines VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges It is suggested that there be an opportunity to assess students in three interviews: one in the early stages of the course after students have undertaken some of the learning activities related to reasons for learning English and are familiar with the idea of a Learning Plan one mid-point and one at the conclusion of the course. Explain to the student the purpose of each interview and that you will assess the student on completion of the interview and provide verbal feedback. Allow student time to arrange evidence for the portfolio as appropriate in preparation for each interview. Version 1, Last updated 16 February 2010 Page 36

37 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Teacher Interview Record Part A First Interview Develop the Learning Plan 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support Student name:... Dates of assessment:... Sample question Response (record) Evidence required Satisfactory / additional evidence required Integration of Employability Skills (Greetings) (VPAU493 Element 1) Tell me how long you have been in Australia? Where did you come from? What did you do there? (VPAU493 Element 1) How can a learning plan assist you improve your English language skills? (VPAU501 Element 2) Why do you want to improve your English language skills? (VPAU501Element 1) Note that student may need prompts: Do you want to..? Student makes appropriate greetings such as Good morning Student provides simple responses to questions using a limited range of common high frequency verb tense forms, and a limited range of simple discourse markers Student identifies how a learning plan may assist with working towards goals. Student is able to indicate 1 or 2 purposes for improving their own English language skills. Follows simple relationships expressed by subordination such as in when and if clauses Version 1, Last updated 16 February 2010 Page 37

38 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Sample question Response (record) Evidence required Satisfactory / additional evidence required Integration of Employability Skills Has someone suggested that? Can you tell me one or two English language skills you would most like to improve? (VPAU501 Element 1) Student is able to indicate 1 or 2 short term objectives. Note that the student may need prompts: Talking to? Listening for? Writing name and.? Reading? What have you found specially useful to help you learn? (VPAU501 Element 1) What have you found specially useful outside to help you learn? (VPAU501 Element 1) What do you and your teacher(s) need to do to help you reach those goals? (VPAU501 Element 2) How will we know what progress you are making to achieving your goals? (VPAU501 Element 3) When do we need to meet again to check that we are on track? Student is able to indicate some of the available resources, including support people. Student is able to indicate some of the available resources, including support people. Student identifies tasks s/he needs to do to achieve goals. Teacher indicates strategies to assist student reach goals. Student indicates maintaining a record of completed work samples. Student indicates a suitable time frame. Student indicates s/he will bring completed Version 1, Last updated 16 February 2010 Page 38

39 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Sample question Response (record) Evidence required Satisfactory / additional evidence required Integration of Employability Skills What will you bring to the meeting? (VPAU501 Element 3) Do you have any questions about what we have talked about? ((VPAU493 Element 1, 2) Student uses polite expressions to participate in discussion (VPAU493 Element 1, 2) Is this what we have agreed to do? (VPAU501Element 2) Uses simple closings (VPAU493 Element 1) learning activities / portfolio, compiled with the support of the teacher. Student responds to inquiry, using simple words, phrases and expressions, and polite expressions Student responds to inquiries and provides simple explanations Student makes and responds to simple requests and enquiries Student requests clarification if necessary Student indicates agreement with the learning plan which the teacher has written as dot points or a checklist. Familiar expressions Feedback (make a note of verbal feedback given): Competent Additional evidence required Recommendations for future training or assessment: Version 1, Last updated 16 February 2010 Page 39